The deductive analysis conducted followed a method consistent with content analysis  As with many qualitative approaches to data analysis, the first process is to become familiar with the content. This involved reading and re-reading the questionnaire responses. For each of the responses to each of the questions, a compilation of responses was arranged in one continuous document. This meant that the investigator was able to read and re-read the responses collectively, which helped with familiarity. Next, the investigator highlighted words, phrases and comments that were repeatedly reported and grouped them together. Next, the investigator, cross referenced the comments with the Standards document. This ensured that there was clarity about the sections within the Standards document that were being referred to. Once this process was complete a detailed document was compiled identifying the suggested amendments. This was presented to the Standards writing group for consideration. Following internal scrutiny, agreed amendments were made to the Standards document.
The table below highlights the sections of the Standards that have been amended.
Purpose and context
Amendments made: Additional paragraphs added
Rationale: To provide additional clarity surrounding support/supervision arrangements for support workers and the AFC banding and examples of roles and training routes.
Mapped themed and subthemes: Implementation and Training, Training, Support, Roles.
Amendments made: Typographic error corrected and changes to the wording to some areas.
Rationale: To better reflect current workforce development and role descriptors.
Mapped themed and subthemes: Implementation and Training, Roles.
Amendments made: Additional wording added .
Rationale: To provide improved clarity around supervision/ support/ competence/referrals.
Mapped themed and subthemes: Implementation and Training, Scope of practice.
Amendments made: Additional/ changes to wording/ typographic errors corrected. Further clinical examples added or modified.
Rationale: Signposting to additional text around support/supervision and to provide additional clinical examples. Expand prerequisites e.g. Mandatory training requirements. Improve general consistency in language and improved clarity.
Mapped themed and subthemes: Implementation and Training, Supervision, Patient care, Support, Training.
Amendments made: Additional wording to some areas and changes in the wording in places.
Rationale: To provide improved clarity, improve language consistency, abbreviations explained, evidence provided for term ‘physiological callus’.
Mapped themed and subthemes: Implementation and Training, Scope of practice, Training, Support, Supervision.
Amendments made: Changes and additions to wording throughout all levels Additional activity added to some levels (e.g. nail drill), some clarity changes to wording e.g. preparation of drugs for LA, fitting of orthoses. Podiatrist put first before registered health care professional where supervision is referred to (podiatrist/ registered health care professional). In places, role identification replaced with activity (e.g. assisting in theatre rather than theatre assistant).
Rationale: To provide consistency in language, ensure that what currently happens is reflected at the appropriate level. Sign posting to additional wording in context section. Additional wording around supervision and signposting to additional wording at level 5.
Mapped themed and subthemes: Implementation and Training, Patient care, Scope of practice, Roles, Training, Supervision, Support.
 Krippendorff, K. (2012). Content Analysis: An Introduction to Its Methodology: SAGE Publications.